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Variations in prospective teachers’ levels of noticing students’ mathematical thinking based on narrative writing 基于记叙文写作,未来教师对学生数学思维的关注程度存在差异
IF 1.8 Q1 Mathematics Pub Date : 2024-05-03 DOI: 10.1007/s13394-024-00490-4
Rabih El Mouhayar

This study explores variations in prospective teachers’ (PTs’) noticing of students’ mathematical thinking based on narrative writing within the context of a practicum course. The research involved eight PTs, each of whom produced ten weekly narratives throughout the course duration. Most PTs displayed noticing abilities within the average range, with a tendency towards moderate levels, particularly in mixed and focused noticing, as per van Es’s (2011) framework. At the mixed noticing level, PTs predominantly focused on their instructional approaches while also considering learners’ reasoning, albeit with a general perspective. They often made evaluative comments without delving deeply into the specifics that would strengthen their analyses. In contrast, at the focused level of noticing, they dedicated more attention to the specifics of learners’ mathematical reasoning and offered interpretive insights. They cited specific instances and interactions to support their evaluations, demonstrating a more detailed and nuanced engagement with the classroom dynamics. The findings also reveal three distinct profiles of variation in noticing among PTs underscoring the complexity of enhancing noticing skills over time. While profile 1 (average to high levels of noticing) and profile 2 (low to moderate levels of noticing) showed more variation, profile 3 demonstrated a more stable pattern at the moderate levels. These variations might be a result of the bidirectional relationships that exist between the skills of noticing. It could also stem from the events that PTs based their narratives on, affirming that enhancement in noticing is an iterative, context-sensitive process influenced by classroom context and situation awareness.

本研究探讨了准教师(PTs)在实习课程背景下,基于叙事写作对学生数学思维的注意差异。研究涉及八名准教师,每人在整个课程期间每周撰写十篇叙事。根据范-埃斯(2011)的框架,大多数实习教师的注意能力处于平均水平,尤其是在混合注意和集中注意方面,倾向于中等水平。在混合注意水平上,尽管只是泛泛而谈,但教师们主要关注自己的教学方法,同时也考虑学习者的推理。他们往往只做评价性评论,而不深入研究具体细节以加强分析。与此相反,在重点注意的层面上,他们更关注学习者数学推理的具体细节,并提出解释性的见解。他们引用具体的事例和互动来支持自己的评价,显示出对课堂动态更细致入微的参与。研究结果还揭示了教师在注意方面的三种不同情况,强调了随着时间推移提高注意技能的复杂性。第一种情况(注意水平从一般到较高)和第二种情况(注意水平从较低到中等)显示出更多的差异,而第三种情况在中等水平上显示出更稳定的模式。这些变化可能是注意技能之间存在双向关系的结果。这也可能源于参与教师的叙述所依据的事件,肯定了注意能力的提高是一个反复的、对情境敏感的过程,受到课堂情境和情境意识的影响。
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引用次数: 0
A systematic review of TPACK research in primary mathematics education 小学数学教育中的 "数学知识包 "研究系统回顾
IF 1.8 Q1 Mathematics Pub Date : 2024-05-03 DOI: 10.1007/s13394-024-00491-3
Mao Li, Colleen Vale, Hazel Tan, Jo Blannin

This study is a systematic review of Technological Pedagogical and Content Knowledge (TPACK) studies concerning primary mathematics education published between 2005 and 2022. The aim of the systematic review was to identify the common features of previous TPACK research on primary mathematics education and identify the research gaps based on their contexts. The study used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure to investigate TPACK-related studies published during the last 17 years in the primary mathematics education domain and to evaluate the characteristics of TPACK instruments used in primary mathematics education. We identified five foci of these studies of TPACK in primary mathematics education research: designing lessons, evaluating mathematics teachers’ knowledge of integrating digital technologies, designing the assessment, evaluating training programs, and informing professional development program designs. Findings from this systematic review of the literature can assist educators in better designing professional development programs to help primary mathematics teachers improve their ability to integrate digital technology into classroom teaching. Also, the findings can assist researchers in locating TPACK instruments that are appropriate and relevant for their research. Finally, we argue that there is a research gap concerning how to measure primary mathematics teachers’ TPACK, how to design a TPACK instrument that includes contextual factors, and how to develop TPACK-oriented teacher training programs for primary mathematics teachers.

本研究系统回顾了 2005 年至 2022 年间发表的有关小学数学教育的技术教学与内容知识(TPACK)研究。系统综述的目的是找出以往有关小学数学教育的技术教学与内容知识研究的共同特点,并根据其背景找出研究差距。本研究采用系统综述和元分析首选报告项目(PRISMA)程序,调查了过去 17 年间发表的小学数学教育领域与 TPACK 相关的研究,并评估了小学数学教育中使用的 TPACK 工具的特点。我们确定了小学数学教育研究中 TPACK 研究的五个重点:设计课程、评估数学教师整合数字技术的知识、设计评估、评估培训项目以及为专业发展项目设计提供信息。本系统性文献综述的研究结果可以帮助教育工作者更好地设计专业发展项目,帮助小学数学教师提高将数字技术融入课堂教学的能力。此外,这些发现还有助于研究人员找到适合其研究的 TPACK 工具。最后,我们认为在如何测量小学数学教师的TPACK、如何设计包含情境因素的TPACK工具以及如何为小学数学教师开发以TPACK为导向的教师培训项目等方面还存在研究空白。
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引用次数: 0
Mathematics education researchers’ practices in interdisciplinary collaborations: Embracing different ways of knowing 数学教育研究人员在跨学科合作中的实践:拥抱不同的认知方式
IF 1.8 Q1 Mathematics Pub Date : 2024-04-19 DOI: 10.1007/s13394-024-00489-x
Elizabeth Suazo-Flores, William S. Walker, Signe E. Kastberg, Mahtob Aqazade, Hanan Alyami

Mathematics education researchers (MERs) use practices unique to the mathematics education discipline to conduct their work. MERs’ practices, i.e., ways of being, interacting, and operating, define the field of mathematics education, are initially learned in doctoral preparation programs, and are encouraged and sanctioned by conferences and publications. Disciplinary practices facilitate MERs’ interactions within mathematics education. When working in interdisciplinary groups, differences in disciplinary ways of being, interacting, and operating can create challenges with completing research and other work. Since MERs’ engagement in interdisciplinary collaborations is encouraged and can result in products contributing to the evolution of the mathematics education discipline, it is important to explore what practices MERs use in interdisciplinary collaborations. We interviewed four MERs who led international interdisciplinary collaborations and used qualitative content analysis to create descriptions of practices described by MERs in their collaborations. Five practices were common between the MERs in interdisciplinary collaborations. MERs conducted interdisciplinary work by using practices that allowed them to situate themselves and others in the group (i.e., being practices), develop ideas (i.e., interacting practices), work towards common goals, and use structures to get the work done (i.e., operating practices). We argue that MERs developed new practices to position themselves and others, interact with practitioners from other disciplines, and get interdisciplinary work done. This study contributes to the evolution of the mathematics education discipline by offering five practices that can orient MERs to conducting interdisciplinary work and discussing how MERs experience interdisciplinary collaborations beyond providing mathematics education expertise.

数学教育研究人员(MERs)采用数学教育学科特有的实践方式开展工作。数学教育研究人员的实践,即存在、互动和运作的方式,界定了数学教育领域,最初是在博士预备课程中学到的,并受到会议和出版物的鼓励和认可。学科实践促进了数学教育专家在数学教育领域的互动。在跨学科小组中工作时,学科存在、互动和运作方式的差异会给完成研究和其他工作带来挑战。由于数学教育研究人员参与跨学科合作是受到鼓励的,而且可以产生有助于数学教育学科发展的产品,因此,探讨数学教育研究人员在跨学科合作中使用哪些实践方法是非常重要的。我们采访了四位领导国际跨学科合作的数学教育研究者,并使用定性内容分析法对他们在合作中的做法进行了描述。在跨学科合作中,市校之间有五种共同的做法。跨学科研究人员在开展跨学科工作时采用的做法使他们能够确定自己和他人在小组中的位置(即 "存在做法")、提出想法(即 "互动做法")、努力实现共同目标,以及利用结构完成工作(即 "运作做法")。我们认为,MERs 发展了新的实践来定位自己和他人,与其他学科的实践者互动,并完成跨学科工作。本研究提供了五种实践方法,可以引导数学教育工作者开展跨学科工作,并讨论了数学教育工作者如何在提供数学教育专业知识之外体验跨学科合作,从而为数学教育学科的发展做出贡献。
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引用次数: 0
Effects of a Learning Trajectory for statistical inference on 9th-grade students’ statistical literacy 统计推理学习轨迹对九年级学生统计素养的影响
IF 1.8 Q1 Mathematics Pub Date : 2024-04-10 DOI: 10.1007/s13394-024-00487-z
Marianne van Dijke-Droogers, Paul Drijvers, Arthur Bakker

In our data-driven society, it is essential for students to become statistically literate. A core domain within Statistical Literacy is Statistical Inference, the ability to draw inferences from sample data. Acquiring and applying inferences is difficult for students and, therefore, usually not included in the pre-10th-grade curriculum. However, recent studies suggest that developing a good understanding of key statistical concepts at an early age facilitates the understanding of Statistical Inference later on. This study evaluates the effects of a Learning Trajectory for Statistical Inference on Dutch 9th-grade students’ Statistical Literacy. Theories on informal Statistical Inference and repeated sampling guided the Learning Trajectory’s design. For the evaluation, we used a pre-post research design with an intervention group (n = 267). The results indicated that students made significant progress on Statistical Literacy and on the ability to make inferences in particular, but also on the other domains of Statistical Literacy. To further interpret the learning gains of this group, we compared students’ results with national baseline achievements from a comparison group (n = 217) who followed the regular 9th-grade curriculum, and with international studies using similar test items. Both comparisons confirmed a significant positive effect on all domains of Statistical Literacy. These findings suggest that current statistics curricula for grades 7–9, usually with a strong descriptive focus, can be enriched with an inferential focus.

在数据驱动的社会中,学生必须具备统计素养。统计素养的一个核心领域是统计推断,即从样本数据中得出推论的能力。对于学生来说,掌握和应用推论是一件困难的事情,因此通常不被纳入 10 年级前的课程。然而,最近的研究表明,从小培养学生对关键统计概念的良好理解,有助于他们日后对统计推断的理解。本研究评估了 "统计推理学习轨迹 "对荷兰九年级学生统计素养的影响。非正式统计推理和重复抽样理论为学习轨迹的设计提供了指导。在评估中,我们采用了干预组(n = 267)的前后研究设计。结果表明,学生在统计素养方面取得了显著进步,尤其是在推断能力方面,而且在统计素养的其他领域也取得了显著进步。为了进一步解释这组学生的学习成果,我们将学生的成绩与采用九年级常规课程的对比组(n = 217)的全国基线成绩进行了比较,并与采用类似测试项目的国际研究进行了比较。这两项比较都证实,学生在统计素养的所有领域都取得了显著的积极效果。这些研究结果表明,目前的 7-9 年级统计课程通常以描述性为主,可以通过推断性为重点来丰富课程内容。
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引用次数: 0
Professional development and teacher agency in Mathematics Teacher Education for Sustainability 可持续发展数学教师教育中的专业发展和教师机构
IF 1.8 Q1 Mathematics Pub Date : 2024-04-01 DOI: 10.1007/s13394-024-00488-y

Abstract

In-service primary school teachers’ professional development and, more specifically, their teacher agency, are analyzed regarding the integration of mathematical education and sustainability. To achieve this, based on semi-structured interviews, several questions involving Education for Sustainable Development (ESD) and links between mathematics education and sustainability are considered, which yielded 44 answers. The analysis of these answers is based on four sub-aspects: knowledge of sustainability and its connection to the SDGs; sustainability practices; links between mathematics education and sustainability; and obstacles and challenges. The results show that teachers exhibit a significant lack of knowledge about sustainability and its connection to the SDGs, making a single association with issues related to the environmental crisis, which is the main focus of the sustainability practices carried out in schools. As pertains to the links between mathematics education and sustainability, most accept the importance of this connection, but point out various obstacles and challenges, such as the lack of knowledge and time, the curriculum itself, and others. It is concluded that it is necessary to design training programs focused on these aspects, in order to contribute to the development of teacher agency, i.e. the appropriation and reconstruction of new resources to face the challenges that mathematics education for sustainability implies in teaching practice.

摘要 分析了在职小学教师的专业发展情况,更具体地说,分析了他们在数学教育与可持续 发展相结合方面的作用。为此,在半结构式访谈的基础上,考虑了几个涉及可持续发展教育(ESD)以及数学教育与可持续发展之间联系的问题,共得出 44 个答案。对这些答案的分析基于四个子方面:可持续发展知识及其与可持续发展目标的联系;可持续发展实践;数学教育与可持续发展之间的联系;以及障碍与挑战。结果表明,教师对可持续性及其与可持续发展目标之间的联系严重缺乏了解,只是将其与环境危机相关问题联系起来,而环境危机正是学校开展可持续性实践的主要重点。关于数学教育与可持续发展之间的联系,大多数人承认这种联系的重要性,但指出了各种障碍和挑战,如缺乏知识和时间、课程本身等。结论是,有必要设计以这些方面为重点的培训计划,以促进教师能动性的发展,即利用和重建新的资源,以应对数学教育促进可持续性在教学实践中带来的挑战。
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引用次数: 0
Profiles of general, test, and mathematics anxiety in 9- and 12-year-olds: relations to gender and mathematics achievement 9 岁和 12 岁儿童的一般焦虑、考试焦虑和数学焦虑概况:与性别和数学成绩的关系
IF 1.8 Q1 Mathematics Pub Date : 2024-03-12 DOI: 10.1007/s13394-024-00485-1

Abstract

As international focus increasingly turns to the need to build a future mathematics workforce, research has aimed to better understand the salient individual and contextual factors that influence maths engagement and achievement across development. This study investigates self-reported general anxiety, test anxiety, and maths anxiety in two cohorts of Australian students aged 9–10 years (n = 158) and 12–13 years (n = 115) and associations with maths achievement and gender. Test and maths anxiety were negatively correlated with maths achievement and there were no gender differences in maths achievement. Cross-sectional latent profile analyses established two anxiety profiles in the older cohort (low and high across all anxiety measures) and a more complex five-profile solution for the younger cohort (various combinations of anxiety). Members of profiles with higher levels of test and mathematics anxiety had lower maths achievement, with girls over-represented in these profiles.

摘要 随着国际社会越来越关注培养未来数学人才的需求,研究旨在更好地了解影响学生在不同发展阶段参与数学学习和取得数学成绩的个人和环境因素。本研究调查了年龄分别为 9-10 岁(158 人)和 12-13 岁(115 人)的两批澳大利亚学生自我报告的一般焦虑、考试焦虑和数学焦虑,以及与数学成绩和性别的关系。考试焦虑和数学焦虑与数学成绩呈负相关,数学成绩没有性别差异。横截面潜在特征分析确定了高年级学生的两种焦虑特征(在所有焦虑测量中分别为低焦虑和高焦虑),并为低年级学生提供了更为复杂的五种特征解决方案(各种焦虑组合)。考试焦虑和数学焦虑程度较高的学生数学成绩较低,其中女生比例较高。
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引用次数: 0
An empirically validated rational number sense framework 经验验证的有理数感框架
IF 1.8 Q1 Mathematics Pub Date : 2024-02-24 DOI: 10.1007/s13394-024-00484-2
Marios Pittalis

A theoretical model describing Grade 7 students’ rational number sense was formulated and validated empirically (n = 360), hypothesizing that rational number sense is a general construct consisting of three factors: basic rational number sense, arithmetic sense, and flexibility with rational numbers. Data analysis suggested that rational-number tasks can be categorized based on the validated model. The flexibility component reflects thinking about rational numbers in terms of noticing, using, and expressing relations and properties of numbers in patterns, functions, covariation, and complicated computational tasks. It includes utilizing number structure and relational understanding of operations and numbers. Analysis identified three categories of students that represent different rational-number sense profiles. Category 1 students exhibited a limited basic profile that solved mainly traditional school-based tasks. Category 2 students reflected the basic emergent arithmetic sense profile that responded adequately in operation tasks. Category 3 students represented the flexible emergent profile, as they manipulated underlying structures in a variety of situations, indicating an emergent fundamental shift from an arithmetic to an algebraic focus. A discriminant analysis showed that basic and flexible factors could discriminate students best between the three identified profiles of rational number sense.

我们建立了一个描述七年级学生有理数感的理论模型,并进行了实证验证(n = 360),假设有理数感是由基本有理数感、算术感和有理数灵活性三个因素组成的一般建构。数据分析表明,可以根据验证模型对有理数任务进行分类。灵活性部分反映了在模式、函数、共变和复杂计算任务中注意、使用和表达数的关系和属性的有理数思维。它包括利用数的结构以及对运算和数的关系的理解。分析发现,三类学生代表了不同的有理数感知特征。第一类学生表现出有限的基本概念,主要解决传统的学校任务。第 2 类学生反映了基本的新兴算术感,在运算任务中反应充分。第 3 类学生代表了灵活的新兴特征,因为他们在各种情况下都能操作基本结构,这表明他们正在从注重算术向注重代数发生根本性的转变。判别分析显示,基本因素和灵活因素最能区分学生的三种有理数感。
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引用次数: 0
How can procedural flowcharts support the development of mathematics problem-solving skills? 程序流程图如何支持数学解题技巧的发展?
IF 1.8 Q1 Mathematics Pub Date : 2024-02-22 DOI: 10.1007/s13394-024-00483-3
Musarurwa David Chinofunga, Philemon Chigeza, Subhashni Taylor

Supporting students’ problem-solving skills, solution planning and sequencing of different stages that are involved in successfully developing a meaningful solution to a problem has been a challenge for teachers. This case study was informed by reflective investigation methodology which explored how procedural flowcharts can support student mathematics problem solving in a senior Mathematical Methods subject in Queensland. The paper used thematic analysis to analyse and report on teachers’ perceptions of the utility of procedural flowcharts during problem solving as well as content analysis on how student-developed flowcharts can support their problem-solving skills. Results show that development of procedural flowcharts can support problem solving as it helps with integration of problem-solving stages.

支持学生的问题解决技能、解决方案规划以及成功制定有意义的问题解决方案所涉及的不同阶段的顺序一直是教师面临的挑战。本案例研究采用了反思性调查方法,探讨了程序流程图如何在昆士兰州的一个高年级数学方法科目中为学生的数学问题解决提供支持。论文采用主题分析法,分析并报告了教师对程序流程图在解决问题过程中的作用的看法,以及对学生开发的流程图如何支持其解决问题技能的内容分析。结果表明,绘制程序流程图有助于整合解决问题的各个阶段,从而为解决问题提供支持。
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引用次数: 0
A model for problem creation: implications for teacher training 创造问题的模式:对教师培训的影响
IF 1.8 Q1 Mathematics Pub Date : 2024-01-16 DOI: 10.1007/s13394-023-00482-w
María Burgos, Nicolás Tizón-Escamilla, Jorhan Chaverri

The invention of problems is a fundamental competence that enhances the didactic-mathematical knowledge of mathematics teachers and therefore should be an objective in teacher training plans. In this paper, we revise different proposals for categorizing problem-creation activities and propose a theoretical model for problem posing that, based on the assumptions of the Onto-Semiotic Approach, considers both the elements that characterize a problem and a categorization of different types of problem-posing tasks. In addition, the model proposes a description of the mathematical processes that occur during the sequence of actions carried out when a new problem is created. The model is illustrated by its application to analyze the practices developed by pre-service teachers in three problem-posing tasks aimed at specific didactic-mathematical purposes (mobilizing certain mathematical knowledge or reasoning, contributing to achieving learning goals, or addressing students’ difficulties). We conclude discussing the potential of our model to analyze the mathematical processes involved in problem creation from the perspective of teacher education.

提出问题是提高数学教师教学数学知识的基本能力,因此应成为教师培训计划的目 标。在本文中,我们对不同的问题创造活动分类建议进行了修订,并基于本体--半身方法的假设,提出了一个问题提出的理论模型,既考虑了问题的特征要素,又对不同类型的问题提出任务进行了分类。此外,该模型还对新问题产生时的一系列操作过程中发生的数学过程进行了描述。我们将应用该模型来分析职前教师在三个问题任务中的做法,这些问题任务旨在实现特定的数学教学目的(调动某些数学知识或推理、促进实现学习目标或解决学生的困难)。最后,我们将从教师教育的角度讨论我们的模型在分析问题创设的数学过程方面的潜力。
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引用次数: 0
Quantitative reasoning as a lens to examine changes in modelling competencies of secondary preservice teachers 以定量推理为视角,研究中学职前教师建模能力的变化
IF 1.8 Q1 Mathematics Pub Date : 2024-01-09 DOI: 10.1007/s13394-023-00481-x
An Thi Tan Nguyen, Dung Tran

This study draws on quantitative reasoning research to explain how secondary mathematics preservice teachers’ (PSTs) modelling competencies changed as they participated in a teacher education programme that integrated modelling experience. Adopting a mixed methods approach, we documented 110 PSTs’ competencies in Vietnam using an adapted Modelling Competencies Questionnaire. The results show that PSTs improved their real-world-problem-statement, formulating-a-model, solving-mathematics, and interpreting-outcomes competencies. Showing their formulating-a-model and interpreting-outcomes competencies, PSTs enhanced their quantitative reasoning by properly interpreting the quantities and their relationships using different representations. In addition, the analysis showed a statistically significant correlation between PSTs’ modelling competencies and quantitative reasoning. Suggestions for programme design to enhance modelling competencies are included.

本研究利用定量推理研究来解释中学数学职前教师(PSTs)的建模能力是如何随着他们参加整合了建模经验的教师教育课程而发生变化的。我们采用混合方法,使用改编的建模能力问卷记录了越南 110 名职前数学教师的建模能力。结果表明,小学生在陈述真实世界问题、建立模型、解决数学问题和解释结果等方面的能力都有所提高。在 "建立模型 "和 "解释结果 "能力方面,小学生通过使用不同的表示方法正确解释数量及其关系,提高了定量推理能力。此外,分析結果顯示,小測驗員的建模能力與定量推理能力在統計學上有顯著的 關係。本研究亦就課程設計提出建議,以提升學生的建模能力。
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引用次数: 0
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Mathematics Education Research Journal
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